Exploring Iranian Learners’ Use of Conversational Strategies in Simultaneous Acquisition of English and Chinese

Document Type : Original Article

Authors

Department of English Language and Literature, Yazd University, Yazd, Iran

Abstract

The pursuit of proficiency in multiple languages has gained increasing importance in our globalized world. In this endeavor, the simultaneous acquisition of English as a Foreign Language and Chinese as a Second Foreign Language by Persian-speaking learners represents a unique and challenging educational context. This study explores the impact of cultural and linguistic differences on Persian-speaking learners acquiring English as a Foreign Language and Chinese as a Second Foreign Language. The researcher used a mixed-method design with 48 participants from a private school and a university in Isfahan, Iran. The results show that explicit instruction in conversational strategies improves speaking skills, with learners using strategies like circumlocution and code-switching. Cultural adaptation, fear of misunderstanding, and linguistic challenges were identified as the key factors affecting strategy effectiveness. The participants expressed the need for tailored pedagogical approaches to address these challenges effectively. The study highlights the importance of a holistic approach to language acquisition, emphasizing cultural sensitivity and linguistic adaptability. This research contributes valuable insights into the role of conversational strategies in navigating linguistic and cultural boundaries, with pedagogical implications for language instructors.

Keywords

Main Subjects

References

Alavi, S. M., Dashtestani, R. & Mellati, M. (2022). Crisis and changes in learning behaviours: technology-enhanced assessment in language learning contexts. Journal of Further and Higher Education, 46(4), 461-474.
Arabmofrad, A. & Mehdiabadi, F. (2022). Developing a multiple-choice discourse completion test for Iranian EFL learners: the case of the four speech acts of apology, request, refusal and thanks. Language Related Research, 13(4), 1-34.
Brown, H. D. (2000). Teaching by Principles-An Interactive Approach to Language Pedagogy. London: Addison Wesley Longman.
Blatchford, P., Russell, A., Bassett, P., Brown, P. & Martin, C. (2007). The effect of class size on the teaching of pupils aged 7-11 years. School Effectiveness and School Improvement, 18(2), 147-172.
Burkart, J. S. (1998). Spoken language: What it is and how to teach it. In Burkart, J. S. & Stovall, G. (Eds.), Modules for The Professional Preparation of Teaching Assistants in Foreign Languages (pp. 1-33), Washington, DC: Center for Applied Linguistics.
Chan, J. Y. H. (2021). Bridging the gap between ELF and L2 learners’ use of communication strategies: Rethinking current L2 assessment and teaching practices. System, 101, 102609.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29(1), 55-58.
Etemadfar, P., Namaziandost, E. & Banari, R. (2019). The impact of different output-based task repetition conditions on producing speech acts among Iranian advanced EFL learners. Theory and Practice in Language Studies, 9(12), 1541-1549.
Faerch, C. & Kasper, G. (1983). Plans and strategies in foreign language communication. In Faerch, C., Kasper, G. (Eds.), Strategies in Interlanguage Communication. London: Longman.
Hashemifardnia, A., Namaziandost, E. & Sepehri, M. (2018). The effectiveness of giving grade, corrective feedback, and corrective feedback-plus-giving grade on grammatical accuracy. International Journal of Research Studies in Language Learning, 8(1), 15-27.
Hmaid, Y. (2014). The Impact of Teaching Oral Communication Strategies on English Language Learners in Libya. A doctoral thesis submitted to De Montfort University In partial fulfilment of the requirements for the Degree of Doctor of Philosophy, Humanities (Applied Linguistics) De Montfort University Leicester UK.
Horness, P. & Jaturapitakkul, N. (2021). A case study of a Japanese university study abroad program of English in Thailand. The Asian EFL Journal, 25(2), 63-94.
Kaufmann, R., Vallade, J. I. & Frisby, B. N. (2021). Memorable messages in times of uncertainty: Communicative strategies to encourage motivation and connection. Communication Education, 70(3), 288-306.
Mackey, W. F. (1978). Language teaching analysis. London: Longman.
Maghsoudi, M., Khomijani-Farahani, A. & Jalali, M. (2022). The relationship between self-regulation skills and additional language learning among Iranian monolinguals and bilinguals. Journal of Language Related Research, 13(1), 425-458.
Majd, G. (2014). Teaching communication strategies to EFL learners and its impact on anxiety level and motivation: A hindering or facilitating factor. English for Specific Purposes World, 42(15), 131-153.
Marzano, R. J., Marzano, J. S. & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
Namaziandost, E., Alekasir, S., Hassan Mohammed Sawalmeh, M. & Miftah, M. Z. (2020). Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment. Cogent Education, 7(1), 1856764.
Namaziandost, E., Razmi, M.H., Heidari, S. & Tilwani, S. A. (2020). A contrastive analysis of emotional terms in bed-night stories across two languages: Does it affect learners’ pragmatic knowledge of controlling emotions? Seeking implications to teach English to EFL learners. Journal of Psycholinguistic Research, 49(6), 1047-1065.
Namaziandost, E., Sawalmeh, M. H. M. & Izadpanah Soltanabadi, M. (2020). The effects of spaced versus massed distribution instruction on EFL learners’ vocabulary recall and retention. Cogent Education, 7(1), 1792261.
Neisi, L., Hajijalili, M. & Namaziandost, E. (2019). The impact of using inverted classrooms on promoting extensive versus intensive reading comprehension among Iranian upper- intermediate EFL learners. Theory and Practice in Language Studies, 9(12), 1513-1523.
Neisi, L., Nasri, M., Akbari, S. & Namziandost, E. (2019). The comparative effect of teacher-assigned topics and student-selected topics on Iranian upper-intermediate EFL learners’ writing skill. Journal of English Language Teaching and Applied Linguistics, 1(1), 1-15
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Rowley Mass: Newbury House.
Oxford, R. (2016). Teaching and Researching Language Learning Strategies: Self-Regulation in Context. Routledge.
Peng, J. E. (2020). Teacher interaction strategies and situated willingness to communicate. ELT Journal, 74(3), 307-317.
Rooholamin, A., Biria, R. & Haghverdi, H. R. (2016). Effectiveness of proactive intensive FFI in cultivating grammatical knowledge of Iranian EFL learners at different proficiency levels. English Language Teaching, 9(3), 197-206.
Rooholamin, A., Biria, R. & Haghverdi, H. R. (2017). Form-focused instruction and lexical development of Iranian EFL learners. Modern Journal of Language Teaching Methods, 6(10), 276-286.
Sato, M. & Dussuel Lam, C. (2021). Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication. Language Teaching Research, 25(6), 899-921.
Saeidi, M. & Ebrahimi Farshchi, E. (2015). The effect of communication strategy teaching on EFL learners’ oral production in content-based courses. Theory and Practice in Language Studies, 5(1), 71-78.
Shakki, F., Naeini, J., Mazandarani, O. & Derakhshan, A. (2023). A metaanalysis on the instructed second language pragmatics for the speech acts of apology, request, and refusal in an Iranian EFL context. Language Related Research, 13(6), 461-510.
Soodmand Afshar, H. & Bayat, M. (2021). An investigation into the impact of language learning strategy instruction on the less successful Iranian EFL learners’ L2 achievement. Language Related Research, 12(3), 1-24.
Sugiono, S. (2020). Improving the quality of english language teaching and learning. International Journal of English Education and Linguistics (IJoEEL), 2(2), 84-89.
Tarone, E. (1981). Communication strategies, a foreigner talk and repair in interlanguage. Language Learning, 30 (5), 417-431.
Ziafar, M. & Namaziandost, E. (2019). Linguistics, SLA and lexicon as the unit of language. International Journal of Linguistics, Literature and Translation, 2(5), 245-250.
Journal of Studies in Language Learning and Teaching
Volume 1, Issue 1
February 2024
Pages 161-182

Files

History

  • Receive Date: 28 November 2023
  • Revise Date: 12 May 2024
  • Accept Date: 30 May 2024

Share

How to cite

Statistics